Expanded+Domain+Info


 * Domains of Knowledge that are Expected in the TESOL Profession **


 * DOMAIN 1: LANGUAGE**

**//Component 1a: Knowledge of Language//**

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 1.a.1. Phonology || Apply knowledge of phonology to help ELLs develop oral, reading, and writing skills in English ||
 * 1.a.2. Morphology || Apply knowledge of morphology to assist ELLs’ development of oral and literacy skills in English ||
 * 1.a.3. Syntax || Apply knowledge of syntax to assist ELLs in developing written and spoken English ||
 * 1.a.4. Semantics || Apply understanding of semantics to assist ELLs in acquiring and productively using a wide range of vocabulary in English ||
 * 1.a.5. Pragmatics || Apply knowledge of pragmatics to help ELLs communicate effectively and use English for a variety of purposes in spoken and written language, and in formal and informal settings. ||
 * 1.a.6. Social and Academic language || Demonstrate ability to help ELLs develop social and academic language skills in English ||
 * 1.a.7. Range || Demonstrate ability to help ELLs acquire a range of genres, rhetorical and discourse structures, and writing conventions in English ||
 * 1.a.8. English language variation || Demonstrate understanding of the nature and value of World Englishes and dialect variation, and build on the language that ELLs bring in order to extend their linguistic repertoire ||
 * 1.a.9. English Proficiency || Demonstrate proficiency in English to serve as a good language model for ELLs ||


 * DOMAIN 1: LANGUAGE**

Component 1b: Knowledge of Language Acquisition and Development

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 1.b.1. Exposure to English || Understand the need to provide rich exposure to English ||
 * 1.b.2. Comprehensible input || Understand and be able to implement concepts of comprehensible input and scaffolding ||
 * 1.b.3. Meaningful interaction || Understand the need for and methods to provide opportunities for meaningful interaction ||
 * 1.b.4. Learning environment || Create a secure, positive, and motivating learning environment ||
 * 1.b.5. Language development theories || Understand and apply current theories and research in language and literacy development ||
 * 1.b.6. Stages of Language development || Recognize and build on the processes and stages of English language and literacy development ||
 * 1.b.7. Home language || Recognize the importance of ELLs’ home languages and language varieties and build on these skills as a foundation for learning English ||
 * 1.b.8. Sociocultural and political variables || Understand and apply knowledge of sociocultural and political variables to facilitate the process of learning English ||
 * 1.b.9. Learner variables || Understand and apply knowledge of the role of individual learner variables ||
 * 1.b.10. Instruction and feedback || Provide appropriate instruction and feedback ||
 * 1.b.11. Academic and social fluency || Understand distinction between social and academic fluency, and be able to help ELLs develop academic language proficiency ||
 * 1.b.12. Learning Strategies || Help ELLs develop effective language learning strategies ||


 * DOMAIN 2: CULTURE**

**//Component 2a: Knowledge of Nature and Role of Culture//**

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 2.a.1. Cultural values || Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning ESL ||
 * 2.a.2. Effects of racism || Understand and apply knowledge about the effects of racism, stereotyping, and discrimination ||
 * 2.a.3. Home/school communication || Understand and apply knowledge about home/school communication to enhance teaching and build partnerships with families ||
 * 2.a.4. Language and culture || Understand and apply concepts about the interrelationships between language and culture ||


 * DOMAIN 2: CULTURE**

**//Component 2b: Knowledge of Cultural Groups and Identity//**

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 2.b.1. Range of resources || Use a range of resources, including the Internet, to learn about world cultures and cultures of students in their classrooms and apply that learning to instruction ||
 * 2.b.2. Cultural identity and learning || Understand and apply knowledge about how an individual’s cultural identity affects their learning and how levels of cultural identity will vary widely among students ||
 * 2.b.3. Cultural conflicts and learning || Understand and apply knowledge about cultural conflicts and home-area events that can have an impact on the learning of ELLs ||
 * 2.b.4. Individual characteristics and learning || Understand and apply knowledge about the impact of students’ socioeconomic status, race, religion, class, national origin, disability, and gender on learning and teaching. ||
 * 2.b.5. US immigration || Understand and apply knowledge of U.S. immigration history and patterns in teaching ||


 * DOMAIN 3: PLANNING, IMPLEMENTING, AND MANAGING INSTRUCTION**

Component 3a: Planning for Standards-Based ESL and Content Instruction

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 3.a.1. Standards || Plan standards-based ESL and content instruction ||
 * 3.a.2. Environments || Create environments that promote standards-based language learning in supportive, accepting classrooms and schools ||
 * 3.a.3. Assessment and planning || Plan students’ learning experiences based on assessment of language proficiency and prior knowledge ||
 * 3.a.4. Limited schooling || Provide for particular needs of students with limited formal schooling in the L1 ||
 * 3.a.5. Instructional goals and objectives || Create goals and instructional objectives that are clear, written in the form of student learning, and that permit viable methods of assessment ||


 * DOMAIN 3: PLANNING, IMPLEMENTING, AND MANAGING INSTRUCTION**

Component 3b: Managing and Implementing Standards-Based ESL and Content Instruction

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 3.b.1. Language and content area objectives || Organize learning around standards-based subject matter and language learning objectives ||
 * 3.b.2. Authentic language use || Incorporate activities, tasks, and assignments that develop authentic uses of language, as students learn about content-area material ||
 * 3.b.3. Integration || Provide activities and materials that integrate listening, speaking, reading, and writing ||
 * 3.b.4. Listening || Develop students’ listening skills for a variety of academic and social purposes ||
 * 3.b.5. Speaking || Develop students’ speaking skills for a variety of academic and social purposes ||
 * 3.b.6. Building on oral English || Provide standards-based instruction that builds upon students’ oral English to support learning to read and write ||
 * 3.b.7. Adapted reading instruction || Provide standards-based reading instruction adapted to ELLs ||
 * 3.b.8. Adapted writing instruction || Provide standards-based writing instruction adapted to ELLs. Develop writing through a range of activities, from sentence formation to expository writing ||
 * 3.b.9. Relevance and coherence || Design learning activities that are highly relevant to all students and instructional goals, which progress coherently, producing a unified whole and reflecting current understanding of “best practice.” ||
 * 3.b.10. Student grouping || Arrange instructional groups which are varied and flexible, as appropriate to language and content goals. Arrange tasks and roles for group work that are well organized. Teacher tailors classroom management and grouping to individual (and group) needs using a variety of grouping options to create a learning context in which ELLs can attend to learning and respond in appropriate ways. ||
 * 3.b.11. Content presentation || Present content in a manner appropriate to the discipline and linked with students’ prior knowledge and experience. Utilize a variety of modalities appropriate to the language and content objectives ||
 * 3.b.12. Lesson structure || Create lessons with clearly defined structures around which the activities are organized ||
 * 3.b.13 Pacing || Design pacing within and across activities in order to engage all students in learning, maximize students’ energy and attention, and allow for reflection where appropriate ||
 * 3.b.14 Interaction || Classroom interaction includes opportunities for teacher-to-student, student-to-teacher, and student- to-student interactions and co-construction of knowledge. All voices are solicited and heard. ||
 * 3.b.15. Feedback to students || Feedback is positive and also addresses areas that need improvement. Feedback is accurate, substantive, constructive, and specific to individual student, and where appropriate, group performance. ||


 * DOMAIN 3: PLANNING, IMPLEMENTING, AND MANAGING INSTRUCTION**

Component 3c: Using Resources Effectively in ESL and Content Instruction

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 3.c.1. Materials || Select, adapt, and use culturally responsive, age-appropriate, and linguistically accessible materials ||
 * 3.c.2. Materials and language || Select materials and other resources that are appropriate to students’ developing language and content-area abilities, including appropriate use of L1 ||
 * 3.c.3. Variety of materials || Employ an appropriate variety of materials for language learning, including books, visual aids, props, technology and realia ||
 * 3.c.4. Technological resources || Effectively use appropriate technological resources to enhance language and content-area instruction (e.g., Web, software, computers, and related devices) ||


 * DOMAIN 3: PLANNING, IMPLEMENTING, AND MANAGING INSTRUCTION**

Component 3d: Reflecting on the Teaching Process

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 3.d.1. Assessment || Make accurate and thoughtful assessments of lessons effectiveness and the extent to which they achieve goals, citing specific examples from the lesson ||
 * 3.d.2. Reflection || When reflecting, offer specific alternative actions, reflecting on possible outcomes of different approaches ||
 * 3.d.3. Self examination || Consistently reflect on personal biases, assumptions, and/or expectations, and the influences of these on the instruction provided to students as well as on interactions with other personnel, families, and the community. ||


 * DOMAIN 4: ASSESSMENT**

Component 4a: Issues of Assessment for ESL

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 4.a.1. Purposes of assessment || Demonstrate an understanding of the purposes of assessment as they relate to ELLs and use results appropriately ||
 * 4.a.2. Quality indicators || Demonstrate an understanding of the quality indicators of assessment instruments ||
 * 4.a.3. Limitations of assessments || Demonstrate an understanding of the limitations of assessment situations and make accommodations for ELLs ||
 * 4.a.4. Categories || Distinguish between a language difference, gifted and talented, and special education needs for ELLs ||


 * DOMAIN 4: ASSESSMENT**

Component 4b: Language Proficiency Assessment

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 4.b.1. ELL placement || Understand and implement national and state requirements for identification, reclassification, and exit of ELL students from language support programs ||
 * 4.b.2. Norm-referenced assessment || Understand, develop, and use norm-referenced assessments appropriately with ELLs ||
 * 4.b.3. Criterion referenced assessment || Understand, develop and use criterion-referenced assessments appropriately with ELLs ||
 * 4.b.4. Assessment purposes || Understand, construct, and use assessment measures for a variety of purposes for ESOL students ||
 * 4.b.5. Multiple sources || Understand the need to assess ELLs’ language skills and communicative competence using multiple sources of information ||


 * DOMAIN 4: ASSESSMENT**

Component 4c: Classroom-Based Assessment for ESL

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 4.c.1. Performance-based assessment || Use performance-based assessment tools and tasks that measure ELLs’ progress toward state and national standards ||
 * 4.c.2. Content area assessment || Use various instruments and techniques to assess content-area learning for ELLs at varying levels of language and literacy development ||
 * 4.c.3. Self and peer assessment || Prepare ELLs to use self- and peer-assessment techniques when appropriate ||

**//Component 5a: ESL Research and History//**

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 5.a.1. Historical context || Demonstrate knowledge of language teaching methods in their historical contexts ||
 * 5.a.2. Laws and policy || Demonstrate knowledge of the evolution of laws and policy in the ESL profession ||

**//Component 5b: Partnerships and Advocacy//**

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 5.b.1. Advocacy for people || Prepare to advocate and serve as language and education resources for students and families in their schools and communities ||
 * 5.b.2. Professional resource || Prepare to serve as professional resource personnel in educational communities ||
 * 5.b.3. Advocacy for resources || Prepare to advocate for ELLs’ access to all available academic resources, including instructional technology ||

**//Component 5c: Professional Development and Collaboration//**

 * ELEMENT || PERFORMANCE STANDARDS ||
 * 5.c.1. Professional goals || Establish professional goals and pursue opportunities to grow in the field of ESL ||
 * 5.c.2. Collegial work || Prepare to work with other teachers and staff to provide comprehensive, challenging educational opportunities for ELLs in the school ||
 * 5.c.3. Collaborative teaching || Prepare to engage in collaborative teaching in general education and content-area classrooms ||
 * 5.c.4. Academic English proficiency || Model academic proficiency in the English language ||